Project: Oral Academic Narrative Language Intervention

Science of reading experts have called for increased attention on oral academic language. Specifically, interventions need to integrate multiple dimensions of academic language—word-, sentence-, and discourse-level patterns—to impact listening comprehension. In addition, interventions that facilitate learning multiple methods to acquire word meanings from context are most likely to have an impact on reading comprehension. In this project, we examine the extent to which an oral academic narrative language intervention, with embedded vocabulary instruction, enhanced first graders’ listening comprehension and generalized word learning.